Introduction to ICT
- Start moment(s)
- September, February
- 1 semester
Transcript of Records
This semester programme will only be graded by either: Outstanding (O), Good (G), Satisfactory (S) or Unsatisfactory (U). The transcript of records will not contain grades per course/module, but one integral grade.
- Introduction to ICT
- Admission requirements
- How to apply
- Practical Information
- Why study in The Netherlands?
This programme is semester 1 of our regular ICT bachelor programme. All modules are at a beginner’s level, so there is no prior knowledge required.
During this programme you will get a taste of different profiles in ICT:
- ICT & Business
- ICT & Infrastructure
- ICT & Media Design
- ICT & Software Engineering
- ICT & Technology
You will learn basic knowledge about visualising business processes, networking, designing interfaces and programming. In addition, you will also develop professional skills that are relevant to all ICT professionals by working on a project.
The learning environment is organised in such a way that you interact closely with your teachers and fellow students. The physical learning environment, also called Open ICT Lab (OIL), consists of classrooms for planned lessons with your class, but also of more general areas for supported self-study, working on assignments & projects, learning and meeting up with fellow-students and teachers.
The semester is divided into two phases. Below you can see the overview of the two phases of this programme:
Introduction to ICT (S1)
|Module name||Module code|
|Orienting phase||Application Development Orienting||ADO|
|(week 1 - 9)||Data Design Orienting||DDO|
|Embedded Systems Orienting||ESO|
|Experience Design Orienting||EDO|
|Infrastructure Engineering Orienting||IEO|
|Advanced Phase||Chosen profile - Advance Course & Project||B, I, M, S or T|
In the first phase, you will participate in courses related to all the five profiles and develop knowledge and skills that are relevant for all ICT students. By the end of week 9 you demonstrate orientating level for the learning outcomes, based on your overall development throughout those 9 weeks.
In the second phase, you will choose the ICT profile that suits you best to further develop your knowledge in this profile. From week 10 onwards, you continue to develop towards the proficient/advanced level for the study programme of your choice, including professional skills.By the end of week 18 you need to have reached this level for the learning outcomes.
A formative indication is a development-oriented, interim evaluation, that is used to indicate where you stand in your development during the semester, as well as an input for the final assessor meeting. In this meeting the assessors use the formative indications to decide on the summative, integral end-of-semester assessment. The formative indications are based on all information that is available about your development during the semester. This includes: assignments, tests, demo’s, teacher feedback, observations, etc. During semester 1 you will receive formative indications every three weeks. expressed in terms of developmental scale (Undefined, Orienting, Beginning, Proficient, Advanced).You can only go up on this scale, never down.
Below is the explanation of different level on developmental scale:
|Undefined||You have not yet undertaken activities to demonstrate the learning outcomes|
|Orienting||You have made a start and explored the possibilities to demonstrate the learning outcome|
|Beginning||You have taken the first steps and carried them out which contribute to demonstrating the learning outcome|
|Proficient||You have shown several times that you have created a basis to demonstrate the learning outcome. You have demonstrated the learning outcome at a sufficient level.|
|Advanced||You have shown several times that you have been working on this learning outcome with good results. You have performed above expectations and are focused on continuous improvement.|
Based on the formative indications, the assessors (= all involved teachers) decide during the assessor meeting in week 19 on your integral end-of-semester assessment result. The guidelines below are used to decide on this result. In well-motivated cases, the assessors can deviate from these guidelines.
|A formative indication of Undefined, Orienting or Beginning will lead to Unsatisfactory (U).|
|A formative indication of Proficient will lead to Satisfactory (S) or Good (G).|
|A formative indication of Advanced will lead to Good (G) or Outstanding (O).|
During the assessor meeting in week 19, the summative, integral semester assessment is expressed as: Outstanding (O), Good (G), Satisfactory (S), or Unsatisfactory (U). Outstanding (O), Good (G), and Satisfactory (S) result in the assigning of 30 EC. Unsatisfactory (U) results in in the assigning of 0 EC.
For the introduction phase and each profile (Business, Infrastructure, Media Design, Software Engineering and Technology) a Canvas course has been set up. Canvas is the digital learning environment, in which all hyperlinks to teaching materials and manuals are displayed.
For each study programme (Business, Infrastructure, Media Design, Software Engineering and Technology) and the professional tasks, in which professional development plays a central role, there are resources in canvas courses. Canvas is the digital learning environment in which all hyperlinks to learning materials, lesson plans and manuals are displayed. You also hand in your assignments in Canvas and receive feedback from the teachers.
During the semester, you will receive frequent feedback, allowing you to continuously improve your products and performance. You are in charge of your own learning process and instructors will attune the educational offering to your learning questions. In the course-based learning method, the teachers will offer guidance and help you make use of proven workflows to reach your learning goal. They fulfil the role of coach, supervisor and teacher and will frequently enter into dialogue with you. This can be both individual discussions and group discussions. The various lecturers who coach and guide you in the semester fulfil various roles. These are the roles of introduction coach, semester coach, project teacher and/or course teacher.
In weeks 1 - 9, the introduction coach is your first point of contact for all your personal questions relating to the study. The introduction coach supports and motivates you in your active and independent learning. The introduction coach guides you with regard to your choice of the study program, in which you will continue your studies after the introduction phase.
Week 10 onwards, the semester coach takes over from the introduction coach as your first point of contact for all your personal questions relating to the study. The semester coach supports and motivates you in your active and independent learning. The semester coach will be involved in guiding your professional development (PO).
While working on the projects in the study programme phase (week 10 and onwards), the project teacher follows the process of your project group. The project teacher has a coaching role regarding the realisation of the group product, in which the various learning goals will be integrated. The project teacher gives feedback during the process and will also play an important role in the assessment of your professional development.
Course teachers give lessons and arrange exercises and assignments in the introduction, group project and study programme phases of the semester. You can always approach the course teacher if you have questions about certain subjects/knowledge areas, also related to the projects.
All your teachers during the study programme phase, are responsible for your overall end-of-semester assessment.
Canvas contains all the learning materials and is also the place where students can submit their assignments. Besides oral feedback, the written feedback on the assignments and feedpulse will be given and registered via Canvas. The student will always have access to the assignments handed in, results and the feedback received.
For detailed information about this programme, please see our semester guide.(will soon be published here).
How will your course programme be recognised by your home university?
Fontys will provide you with a so-called ‘Transcript of Records’, which will clarify the results that you have achieved. Depending on your results, you will receive a maximum of 30 ECTS credits. ECTS credits are recognised throughout Europe. The agreement between your home university and Fontys University of Applied Sciences will usually include a condition whereby the credits that you obtain will be recognised and transferred into the records kept by your home university.
Dutch Grades vs. European Credits Transfer System(ECTS)
Some coursework is graded with "Pass" ["Voldaan = V “] or "Fail" ["Niet Voldaan = o”]. Most exams are graded with round marks ranging from 1 to 10, with mark 6 needed to pass.
The following table gives round Dutch marks, the percentage of successful students achieving these marks, the equivalent ECTS grades and their definition:
* 5.5 and above are also sufficient.
- VR = exemption (no grade given)
- V = sufficient = 7
- G = good = 8
- O = not sufficient/fail
|Dutch grades||%||ECTS grades||Definition|
|9 - 10||2%||A||Excellent|
|6||50%||D - E||Satisfactory - Sufficient|
|5*||-||FX||Fail [some more work required]|
|4 [or less]||-||F||Fail [considerably more work required]|
English language proficiency
For all exchange programmes a minimum level of proficiency in the English language is required, as detailed in the table below. You must substantiate your level of English-language proficiency by submitting evidence in the form of a language test result pertaining to one of the below-mentioned courses.
* = Only if the units ‘Speaking & Writing’ and ‘Listening & Reading’ have been completed successfully.
|Test name||Minimal score||Accepted for students from|
|IELTS||6.0||EU and non-EU countries|
|TOEFL paper||550||EU and non-EU countries|
|TOEFL computer||213||EU and non-EU countries|
|TOEFL internet||79/80||EU and non-EU countries|
|TOEIC*||670||only EU countries|
|Cambidge ESOL||CAE-C||only EU countries|
|CEFR||B2||only EU countries|
How to apply as an exchange student
Applications should always be submitted via the International Exchange (or Erasmus) Officer at the home university. If several versions of the programme are offered, please indicate for which version you would like to apply to (Programme I, Programme II, Programme III, etc.) This officer will send your application request (nomination) to Fontys. Once Fontys has accepted the application, your Fontys study department will send you a link to a web application called Mobility Online. Added to the link you will receive all necessary information and a manual. Please take a look at this website to see how it works.
How to apply as a Fontys or other Dutch UAS student
Fontys and other Dutch UAS students, apply for this minor via https://www.kiesopmaat.nl.
Deadline for application:
|Fall semester||15 May|
|Spring semester||15 November|
*For more information concerning the start date, please get in touch with the contact person of the study department of the concerned exchange programme.
Award: most intelligent community in the world in 2011: Eindhoven Brainport region!
The Eindhoven region, also known as the Brainport region of the Netherlands, is the most important technology and industrial center of the Netherlands. With 730,000 inhabitants and a workforce of 400,000. Eindhoven region generates € 24 billion of GDP and € 55 billion in exports, one-quarter of the Dutch total. It is a manufacturing center in a high-cost country. By focusing on producing high-value, technology-based products, it is in competition with fast-growing manufacturing centers in nations with much lower costs. At the same time, however, Eindhoven is saddled with demographics familiar to Europe, in which a low birth rate and aging population is reducing the regional labor force. To win the battle for the talent that provides its competitive advantage, the region must make itself economically and socially attractive to knowledge workers from around the world and concentrate on innovation.
Eindhoven’s answer to these challenges is a public-private partnership called Brainport Development. Its members include employers, research institutes, the Chamber of Commerce, the SRE, leading universities and the governments of the region’s three largest cities. More information about Eindhoven is available on the Intelligent Community Profiles pages of the ICF Web site (intelligentcommunity.org)